toaz.info-biology-grade-10-12-pr_629eb495e9151e594310d29caf27143a.pdf

PREPARED AND WRITTEN BY THE CURRICULUM DEVELOPMENT CENTRE
P.O. BOX 50092, LUSAKA – ZAMBIA
2013
-
-
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
Republic of Zambia
Printed by
Zambia Educational Publishing House
ISBN 9982-00-531-6
BIOLOGY SYLLABUS
GRADES 10 - 12
9 789982 005319

BIOLOGY SYLLABUS
GRADES 10 - 12
Ministry of Education, Science, Vocational Training and Early Education
Republic of Zambia
Prepared and Written by The Curriculum Development Centre
P.O. Box 50092
Lusaka - Zambia
2013
-
-

BIOLOGY SYLLABUS - GRADE 10 - 12
© Curriculum Development Centre, 2013
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without prior written permission of the copyright owner.
ISBN 9982-00-531-6
First Published 2013 by
Zambia Educational Publishing House
Light Industrial Area
Chishango Road
P. O. Box 32708
Lusaka, Zamb

VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems

BIOLOGY SYLLABUS - GRADE 10 - 12 iv
PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational Training and Early
Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process started way back in 1999 when the Ministry of
Education commissioned five (5) curriculum studies which were conducted by the University of Zambia. These studies were followed by a review of the
lower and middle basic and primary teacher education curriculum. In 2005 the upper basic education National survey was conducted and information from
learners, parents, teachers, school managers, educational administrators, tertiary institutions, traditional leaders, civic leaders and various stakeholders in
educationwas collectedtohelpdesignarelevantcurriculum.
The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National symposium on curriculum
heldinJune2009 guidedthereviewprocess.
The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic, technological and political
developmentsbutalsoequiplearnerswithvitalknowledge,skillsandvaluesthatarenecessarytocontributetotheattainmentof Vision2030.
The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences that give learners
skills to access, criticise, analyse and practically apply knowledge that helps them gain life skills. Its competences and general outcomes are the expected
outcomes to be attained by the learners through the acquisition of knowledge, skills, techniques and values which are very important for the total
developmentof theindividualandthenationasawhole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, reflective designing, setting high
expectationsforalllearnersandappropriateopportunities.
It is my sincere hope that this Outcome Based Syllabus will greatly improve the quality of education provided at Grade 8 and 9 as defined and recommended
invariouspolicydocumentsincluding‘EducatingOur Future’1996 andthe‘ZambiaEducationCurriculumFramework’2013.
ChishimbaNkosha
Permanent Secretary
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL, TRAINING AND EARLY EDUCATION

v
BIOLOGY SYLLABUS - GRADE 10 - 12 v
ACKNOWLEDGEMENTS
Thesyllabuspresentedhereisaresultof broad-basedconsultationinvolvingseveralstakeholderswithinandoutsidetheeducationsystem.
Many individuals, institutions and organisations were consulted to gather their views on the existing syllabus and to accord them an opportunity to make
suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who participated for their valuable
contributions,whichresultedinthedevelopmentof thissyllabus.
The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely thank the
Directorate of Teacher Education and Specialised Services, the Directorate of Planning and Information, the Directorate of Human Resource and
Administration, the Directorate of Open and Distance Education, the Examinations Council of Zambia, the University of Zambia, National Food and
NutritionCommission(NFNC), schools andotherinstitutionstoonumeroustomention,fortheirsteadfastsupport.
We pay special tribute to co-operating partners especially JICA in collaboration with Hiroshima University and UNICEF for rendering financial and
technicalsupport intheproductionofthesyllabus.
C.N.M Sakala(Mrs.)
Director-StandardandCurriculum
MINISTRYOFEDUCATION, SCIENCE,VOCATIONALTRAININGAND EARLYEDUCATION

TABLE OF CONTENTS
PREFACE ............................................................................................................................................................................................................................................. iv
ACKNOWLEDGEMENTS ................................................................................................................................................................................................................. v
INTRODUCTION ................................................................................................................................................................................................................................ vii
METHODOLOGY ............................................................................................................................................................................................................................... ix
TIME AND PERIOD ALLOCATION ............................................................................................................................................................................................... x
GRADE 10............................................................................................................................................................................................................................................ 1
10.1 LIVING ORGANISMS AND LIFE PROCESSES.................................................................................................................................................................... 2
10.2 CELL STRUCTURE AND ORGANISATION......................................................................................................................................................................... 2
10.3 ENZYMES................................................................................................................................................................................................................................ 6
10.4 NUTRIENTS ............................................................................................................................................................................................................................ 7
10.5 NUTRITION IN PLANTS........................................................................................................................................................................................................ 9
10.6 SAPROPHYTIC NUTRITION................................................................................................................................................................................................. 10
10.7 NUTRITION IN ANIMALS..................................................................................................................................................................................................... 11
10.8 RESPIRATORY SYSTEM ....................................................................................................................................................................................................... 13
10.9 HEALTH................................................................................................................................................................................................................................... 15
GRADE 11............................................................................................................................................................................................................................................ 18
11.1 TRANSPORTAND STORAGE IN PLANTS .......................................................................................................................................................................... 19
11.2 TRANSPORT IN MAN............................................................................................................................................................................................................ 21
11.3 EXCRETION............................................................................................................................................................................................................................ 24
11.4 HOMEOSTASIS AND OSMOREGULATION........................................................................................................................................................................ 26
11.5 THE ENDOCRINE SYSTEM.................................................................................................................................................................................................. 27
11.6 THE NERVOUSSYSTEM AND SENSE ORGANS ............................................................................................................................................................... 28
11.7 THE SKELETON AND LOCOMOTION................................................................................................................................................................................ 30
11.8 TROPIC AND TAXIC RESPONSES .................................................................................................................................................................................. 32
11.9 GROWTH AND DEVELOPMENT ...................................................................................................................................................................................... 33
GRADE 12............................................................................................................................................................................................................................................ 34
12.1. ASEXUAL REPRODUCTION................................................................................................................................................................................................ 35
12.2 SEXUAL REPRODUCTION IN FLOWERING PLANTS...................................................................................................................................................... 37
12.3 REPRODUCTION IN ANIMALS............................................................................................................................................................................................ 38
12.4 GENETICS............................................................................................................................................................................................................................... 41
12.5 CLASSIFICATIONOF PLANTS AND ANIMALS................................................................................................................................................................. 44
12.6 THE SOIL................................................................................................................................................................................................................................. 45
12.7 ECOLOGY .................................................................................................................................................................................................................................. 46
vi

vii
INTRODUCTION
This syllabus is designed to have greater emphasis on the understanding and application of scientific concepts and principles. This approach has been
adopted in recognition with the need for learners to develop skills that will be of long term value in a changing technological world rather than focusing on
largequantitiesoffactualmaterialswhichmayhaveonlyshort termrelevance.
Thissyllabusisintendedto:
1. Provide, through well designed studies of experimental and practical biological science, a worthwhile education experience for all learners,
whether or not they go on to study Biology beyond this level and, in particular, to enable them to acquire sufficient understanding and
knowledge to:
• become confident citizens in a changing technology world, able to take or develop an informed interest in matters of scientific importance;
• recognise the usefulness and limitations of the scientific method and to appreciate its applicability in other disciplines and in everyday life;
• be suitably prepared for studies beyond Ordinary Level in pure sciences, in applied sciences or in physical sciences – dependent on
vocational courses.
2. Stimulate learners to sustain their interest and the appreciation of the Biological Sciences.
3. Develop abilities and skills that:
• are relevant to the study and practice of Biological Sciences;
• are useful in everyday life;
• encourage efficient and safe practice;
• encourage effective communication.
4. Develop attitudes relevant to Biological Sciences such as:
• concern for accuracy and precision;
• objectivity;
• integrity;
• safety.
5. Assist the development of:
• the skills of enquiry;
• the attitude of:
- initiative;
- inventiveness.

BIOLOGY SYLLABUS - GRADE 10 - 12 viii
6. Stimulate interest in and care for the local and global environment.
7. Promote an awareness that:
• the study and practice of Biological Science is subject to social, economic, technological, ethical and cultural influences and limitations;
• the applications of Biological Sciences may be both beneficial and detrimental to the individual, the community and the environment, and
• Biological Sciences transcent national boundaries and that the language of Science, correctly and rigorously applied is universal.
Therefore, learners are expected to acquire competences in:
1. Knowledge with understanding
Learners will demonstrate knowledge and understanding in relation to:
• biological phenomena, facts, laws, definitions, concepts and theories;
• biological vocabulary, terminology, conventions (symbols, quantities and units);
• scientific instruments and apparatus used in biology (techniques of operation and safety);
• scientific quantities and their determination, and
• biological and technological applications with their social, economical and environmental implications.
2. Handling information and solving problems
Using oral, written, symbolic, graphical and numerical materials learners will:
• locate, select, organise and present information from a variety of sources;
• translate information from one form to another;
• manipulate numerical and other data;
• use information to identify patterns, report trends and draw inferences;
• present reasoned explanations for phenomena, pattern and relationships;
• make predictions and propose hypothesis, and
• solve problems.
3. Experimental skills and investigations
Learners will:
• follow a sequence of instructions;

ix
• use techniques, apparatus and materials;
• make and record observations, measurements and estimates;
• interpret and evaluate observations and experimental data;
• plan an investigation, select techniques, apparatus and materials, and
• evaluate methods and suggest possible improvements.
METHODOLOGY
The success of Biology can be achieved by maximum participation of the learners.This learning area that enhances creativity, analysis, problem solving and
investigative approach, can be taught effectively using a variety of methods both in the classroom and outside. Learners are expected to conduct
experiments,study tours, fieldwork, group work, individualwork andprojectwork.
ASSESSMENT
Assessment outcomes describe the knowledge, skills, values and abilities that learners are expected to demonstrate at the end of the course. They reflect
thoseaspectssuch as:
A. Knowledgewith understanding
Learnersdemonstrateknowledgeandunderstandinginrelationto:
• facts,laws,definitions,conceptsandtheoriesrelatingtobiologicalphenomena;
• biologicalvocabulary,terminology,convention(includingsymbols, quantitiesandunits);
• scientificinstrumentsandapparatusused inBiology,includingtechniquesofoperationsandaspectsofsafety;
• scientificquantitiesandtheirdetermination,and
• biologicalandtechnologicalapplicationswiththeirsocial,economicandenvironmentalimplications.
B. Handlinginformationand solving problems
Using oral,written,symbolic,graphicalandnumericalmaterialslearners:
• locate,select,organiseandpresentinformationfromavarietyofsources,
• translateinformationfromoneformtoanother;
• manipulatenumericalandotherdata;

BIOLOGY SYLLABUS - GRADE 10 - 12 x
• useinformationtoidentifypatterns,reporttrendsanddrawinferences;
• presentreasonedexplanationsfor phenomena,patternsandrelationships;
• makepreditionsandpropose hypotheses,and
• solveproblems.
C. Experimentalskills and investigations
Learners:
• followasequenceof instructions,
• usetechniques,apparatusandmaterialappropriately,
• makeandrecordaccuratelyandobservations,measurementsmade,
• interpretandevaluateobservationsandexperimentaldata,
• selectappropriatetechniques,apparatusandmaterials,
• evaluatemethodsandsuggestedpossibleimprovements,and
• useexperimentalcontrol.
Continuous assessment will be emphasisedby using various methods of testingaccordingto topics and themesat various levels.The examinationscouncilof
Zambia will prepare detailed procedures on how continuous assessment will be conducted by the teachers. The examination council will also develop
examination syllabus to provide teachers with guidelines on the objectives to be tested. The scheme of assessment will consists of school based assessment
andfinalexaminationthatwillbeconductedbytheexaminationsofcouncilofZambia.
School based assessment will be in the form of tests. Tests will be in the form of diagnostic, aptitude, achievement, oral, practice attitude and performance of
learners.
TIMEAND PERIODALLOCATION
Timeallocationforthissyllabuswillrequireatleastfive-40minutesperiodsperweek.

1 BIOLOGY SYLLABUS - GRADE 10 - 12
General Outcomes: Key Competences
:
• Develop positive attitudes and values about living organisms and
life processes.
• Demonstrate knowledge and investigative skills.
• Develop positive attitudes and values about animals and plant
cells.
• Demonstrate understanding of the facts about the interaction of
water with cells.
• Demonstrate an understanding of the facts about enzymes.
• Recognise the importance of nutrients to the health of living
organisms.
• Demonstrate understanding of facts about photosynthesis.
• Demonstrate understanding of saprophytic nutrition.
• Develop an understanding about the basic facts of nutrition in
animals.
• Recognise the importance of gaseous exchange and health.
• Demonstrate an understanding of respiration.
·
Demonstrate the ability to prepare and examine
specimen using a microscope.
·
Show ability to carry out food tests from given food
samples.
·
Demonstrate the ability to investigate the conditions
necessary for photosynthesis.
·
Demonstrate the ability to control the spread of
diarrhoea and malarial diseases by houseflies and
mosquitoes respectively.
GRADE 10
GENERAL OUTCOMES AND KEY COMPETENCES

2
TOPIC SUB-TOPIC SPECIFIC OUTCOMES
CONTENT
KNOWLEDGE SKILLS VALUES
10.1 LIVING
ORGANISMS
AND LIFE
PROCESSES
10.1.1Characteristics
of Living
Organisms
10.1.1.1 Identify the
characteristics of living
organisms
10.1.1.2 Distinguish between
living organisms and
non-living organisms
10.1.1.3 Describe life processes
of living organisms
·
The characteristics of
living organisms:
Feeding, breathing,
reproducing, growing,
locomotion, sensitivity
and excretion.
·
Living organisms and
non-living organisms
·
Life processes of living
organisms: Metabolism
(Catabolism and
Anabolism). Include the
role of enzymes
·
Communicating
information on the
characteristics of
living organisms
·
Comparing living
and non-living
organisms
·
Communicating
Metabolism and the
role of enzymes
·
Appreciating
characteristics of
living organisms
·
Asking questions
for more
understanding
·
Appreciating life
processes and role of
enzymes
10.2 CELL
STRUCTURE AND
ORGANISATION
10.2.1Microscopes 10.2.1.1 Demonstrate the correct
use of a microscope
10.2.1.2 Prepare specimen using a
microscope
·
How to use a
microscope: Focussing,
mounting a slide,
observing
·
Preparation and
mounting a microscope
slide
·
Demonstrating the
correct use of a
microscope
·
Observing specimen
·
Cooperating in class
activities
·
Knowing the safety
rules of microscope
10.2.1.3 Calculate magnification
of specimen
·
Magnification of
specimen: as the ratio
of linear dimensions of
the drawing to that of
specimen
·
Measuring the size
of the specimen and
drawing
·
Comparing the sizes
of the specimen and
the drawing
·
activities
·
Participating in
observation actively

CONTENT
10.2.2 Cell
Structure
and
Functions
10.2.2.1Investigate the structure
of cells and functions of
the organelles
·
Structure and functions
of cells:Nucleus,
cytoplasm, membrane,
mitochondrion
ribosome, Golgi
bodies, endoplasmic
reticulum, chloroplasts,
cell wall
·
Investigating the
detailed structure of
the cell
·
Comparing the
functions of cells in
a chart
·
Appreciating the
structure of the cell
·
Cooperating in
group activities
plant and animal cell
structure
·
Differences between
plant and animal cells:
Refer to the presence
of chloroplast and cell
wall in plant cells
·
Comparing the
structures of plant
and animal cells
·
Appreciating the
structural differences
of the two types of
cell
10.2.2.3 Relate cell structure to
functions
·
Relationship between
structure and functions
of cell: Animals (Nerve
cells, blood cells,
muscle cells) and
Plants (root hair cells,
spongy cells, phloem
cells and xylem cells)
and their functions
·
Inferring the
relationship between
the structure of the
cell to the function
·
Appreciating the
relation between cell
structure and
function
·
Participating in
class discussion
10.2.3 Cell
Organisation
10.2.3.1 Describe cell
organisation in
multicellular organisms
·
Cell organisation: Cell,
tissue, organ, system
and organism
·
Classifying cells as
tissues, organs,
system and
organism
organisation
·
Being aware of
different levels of
cell organisation

4
10.2.4 Tissues 10.2.4.1 Identify tissues in plants
and animals
10.2.4.2 Explain the general
functions of each tissue
·
Plants (palisade,
phloem, epidermis,
xylem, spongy ) and
Animals (muscle,
bone, nerves, blood)
·
General functions of
tissues:e.g. Muscle,
epithelium, phloem
·
Observing different
animal and plant
tissues and their
functions
·
Communicating
the function of
tissues
·
Cooperating in
class activities
·
Asking questions
for more
understanding
10.2.5 Organs 10.2.5.1 Identify organs in plants
and animals
10.2.5.2 Explain the general
function of each organ
·
Organs in plants and
animals: Plants
(leaves, roots, stems,
fruits, flowers),
Animals (heart, liver,
brain, lungs, kidneys)
·
General functions of
plants (leaves, roots,
stems, fruits flowers),
animals (heart,
liver,brain, lungs,
kidneys)
·
Classifying
different kinds of
animal and plant
organs
·
Comparing functions
of each organ
·
Being aware of
organs in plants
and animals
·
Appreciating the
functions of plant
and animal organs
·
Participating in
class activity
CONTENT

10.2.6 Diffusion,
Osmosisand
Active
Transport
10.2.6.1 Describe the processes of
diffusion and osmosis
10.2.6.2 Explain the effects and
importance of diffusion
and osmosis in living
organisms
10.2.6.3 Describe what active
transport is
·
Process of diffusion
and osmosis:
Diffusion: Refers to
movement of solutes
into and out of the cell
across the membrane;
Osmosis as the
movement of water
molecules into and out
of the cell
·
Effects and importance
of diffusion and
osmosis: Plasmolysis,
turgidity, lysis and
crenation
·
Active transport: Refers
to uptake of mineral
salts by root hair cells
from the soil against
concentration gradient
·
Communicating the
processes of
osmosis and
diffusion
·
Investigating the
effects of
diffusion and
osmosis (Isotonic,
hypertonic and
hypotonic
solutions)
·
Analysing
information on
active transport in
plants
·
Appreciating the
processes of
diffusion and
osmosis
·
Cooperating the
class activity
·
Being aware of the
uptake of mineral
salts by roots against
a concentration
gradient
CONTENT

BIOLOGY SYLLABUS - GRADE 10 - 12 6
10.3 ENZYMES 10.3.1Characteristics
of Enzymes
10.3.1.1 Investigate characteristics
of enzymes
10.3.1.2 Demonstrate the effects
of temperature and pH
on enzyme action
10.3.1.3 Explain industrial
application of enzymes
·
Characteristics of
enzymes: optimum
temperature, pH,
specificity of enzymes
·
Effects of temperature
and pH on enzyme
action(Refer to
optimum temperature,
and pH)
·
Industrial application
of enzymes baking,
brewing and biological
washing powder.
·
Investigating
characteristics of
enzymes
·
Investigating the
effects of pH and
temperature on
enzyme action
·
Communicating
industrial usage of
enzymes
·
Appreciating the
characteristics of
enzymes
·
Participating
actively in class
activities
·
Appreciating the
role of enzymes in
industrial
processes
CONTENT

CONTENT
10.4 NUTRIENTS 10.4.1 Classes of
Nutrients
10.4.1.1 Investigate the presence
of nutrients in food samples
10.4.1.2 Identify good sources of
nutrients
·
Nutrients in food:
carrying out food tests
on reducing sugars,
starch, proteins, fats and
oils
·
Sources of nutrients:
Refers to sources of
carbohydrates, proteins,
lipids, vitamins
·
Investigating the
presence of nutrients
in different food
samples
·
Comparing the
sources of good
nutrients
·
Being aware of the
presence of
nutrients in food
samples
·
Participating the
class discussion
actively
10.4.2 Disorders 10.4.2.1 Describe the importance
of nutrients, salts,vitamins
and roughage to the body
10.4.2.2 Identify nutritional related
disorders/ conditions
·
Importance of
carbohydrates, proteins,
lipids, roughage, water,
vitamins and salts
·
Disease due to nutritional
deficiency: e.g.
kwashiorkor, marasmus,
goitre, scurvy, rickets,
anaemia, obesity
·
Communicating the
importance of
nutrients
·
Predicting the effects
of deficiency of
nutrients
·
Appreciating the
importance of
nutrients
·
Cooperating class
activity
10.4.3 Dietary
Needs
10.4.3.1 Design a balanced diet for
people with different
conditions
·
Well-balanced diet:
Refer to diets of the
aged, pregnant woman,
lactating woman, sick
person, pre-school aged,
sportsman and the youth
·
Planning balanced
diet for people with
different conditions
·
Actively
participating in
class activities
·
Being aware of
requirements for
people with
different
conditions
·
Applying the idea
of balanced diet in
their daily life

8
10.4.4 Plant
Nutrients
10.4.4.1 Describe the micro and
macro plant nutrients
·
Micro and macro plant
nutrients: Refer to
Macro: nitrogen,
potassium, phosphorus
(NPK)
Micro: calcium,
magnesium, sulphur
boron, copper, iron)
·
Comparing effects
of plant micro and
macro nutrients
·
Asking questions
for more
understanding
·
Participating in
class activity
10.4.4.2 Describe deficiency
diseases of macro and
micro plant nutrients
·
Deficiency diseases:
Chlorosis, stunted
growth, leaf flecking
·
Investigating
deficiency diseases
in plants
CONTENT

CONTENT
10.5 NUTRITION
IN PLANTS
10.5.1 External
and
Internal
Structure
of a Leaf
10.5.1.1 Describe the external
and internal structure
of a leaf
10.5.1.2 Investigate factors
necessary for
photosynthesis
10.5.1.3 Describe the light and
dark reactions of
photosynthesis
10.5.1.4Describe the fate of
glucose in plants
10.5.1.5 Describe the
importance of nutrients
in plant
10.5.1.6Identify storage organs
of plants
·
External and internal
structure of a leaf: External
structure: Veins and Lamina
Internal structure:
Epidermis, stomata, palisade
and spongy mesophyll cells,
phloem and xylem,
chloroplasts
·
Factors necessary for
photosynthesis: Carrying out
investigations on the
necessity of carbon dioxide,
water, chlorophyll and light
energy to photosynthesis
·
Light and dark reactions
including chemical
equations for photosynthesis
·
Utilisation of glucose in
plants (converted to sucrose
and starch, used in
respiration, convention into
proteins, cellulose and lipids
·
Source of food for all life
forms, maintains levels of
CO2 and O2 in atmosphere:
·
Refer to storage of nutrients
in Seeds, roots, stems,
leaves, fruits, rhizomes,
corns and tubers
·
Examining the
external and
internal structures
of a leaf
·
Experimenting on
the necessity for
photosynthesis
·
Inferring the
factors of
photosynthesis
·
Interpretingthe
equation for
photosynthesis
·
Communicating
information on the
fate of glucose in
leaves
·
Communicating the
importance of
photosynthesis
·
Appreciating the
external and
internal structure
of a leaf
·
Asking questions
for more
understanding
·
Appreciating the
stages of
photosynthesis
·
Caring for plant
life
·
Being aware of
storage organs in
plants

10
CONTENT
10.6 SAPROPHYTIC
NUTRITION
10.6.1 Rhizopus 10.6.1.1. Investigate the
structure of
Rhizopus or Mucor
10.6.1.2 State the functions of
the parts of
Rhizopus
10.6.1.3 Describe what
saprophytic nutrition
is
10.6.1.4 Explain the
importance of
10.6.1.5 State other types of
·
Structure of Rhizopus or
Mucor: Mycelium (hyphae,
sporangium,
sporangiophore, stolons,
rhizoids)
·
Functions of the parts of
Rhizopus: Refer to
Mycelium (hyphae,
sporangium,
sporangiophore, stolons and
rhizoids)
·
Saprophytic nutrition:
Feeding on dead or
decaying matter. It involves
secretion of enzymes onto
the food by the saprotrophs
(extracellular digestion)
·
Importance of saprophytic
nutrition: Recycle of
nutrients. Decomposition of
dead organic matter.
·
Symbiosis/Mutualism, and
Parasitism
·
Investigating the
structure of
Rhizopus and Mucor
·
Communicating
information on the
structure of
Rhizopus and
Mucor
·
Interpreting stages
in extracellular
digestion
·
Analysing the
importance of
saprophytic
nutrition
·
Communicating
types of saprophytic
nutrition
·
Developing
curiosity
in investigaion
·
Appreciating
functions of the
parts of Rhizopus
·
Cooperating
with others
·
Listening to
others with
respect
·
Appreciating the
importance of
saprophytic
nutrition
·
Asking more
questions

CONTENT
10.7 NUTRITION
IN ANIMALS
10.7.1Dentition
in Mammals
10.7.1.1 Identify the external
structure and function
of the human teeth
10.7.1.2 Describe the internal
structure and function
of the human tooth
10.7.1.3 Describe the dental
formulae of a dog and
human being
differences in
dentition of
carnivores, herbivores
and omnivores
10.7.1.5 Describe causes, signs
and symptoms of gum
disease and tooth
decay
·
External structure of teeth:
Crown, neck and root
·
External functions of teeth:
such as incisors, canines,
premolars and molars
·
Internal structure of the
human tooth: Dentine,
Cement, Pulp Cavity, Nerve
Endings, Blood Vessels,
(longitudinal section)
·
Internalfunctionsof teeth
·
Dental formulae: Dog i:3/3
c:1/1 pm:4/4 m:2/3, Man
i:2/2 c:1/1 pm:2/2 m3/3
·
Differences in dentition of
carnivores, omnivores and
herbivores: Refer to type of
teeth present, function and the
number of each type of teeth
present in man, dog and goat
·
Causes, signs and symptoms
of gum disease and tooth
decay
·
Ways of preventing tooth
decay
·
Observing the external
parts and functions of
teeth
·
Identifying the internal
parts and functions of a
tooth
·
Comparing dental
formulae of different
animals
·
Comparing dentitions
of carnivores,
herbivores and
omnivores
·
Communicating Causes,
signs and symptoms of
gum disease and tooth
decay
·
Appreciating the
structure and
functions of teeth
·
Being aware of
internal parts and
functions of teeth
·
Applying
knowledge on
prevention of
dental diseases
·
Caring for teeth
·
Being aware of
causes, signs,
symptoms and
prevention of
tooth decay

12
10.7.2 Holozoic
Nutrition
10.7.2.1 State the main
processes in holozoic
nutrition
10.7.2.2 Identify the main
regions of the
alimentary canal and
associated organs
10.7.2.3 Describe the processes
of digestion,
absorption and
assimilation of
nutrients
10.7.2.4 Investigate the
common ailments of
the alimentary canal
metabolic functions of
the liver
10.7.2.6 Describe the effects of
common ailments of
the liver
·
Processes in holozoic
nutrition: Ingestion, digestion,
absorption, assimilation and
egestion
·
The alimentary canal and
associated organs(liver and
pancreas)
·
Functions of the parts of the
alimentary canal and
associated organs
·
Processes of digestion,
absorption and assimilation
of nutrients:Digestion,
absorption and assimilation
of proteins, carbohydrates,
and lipids. Role of hepatic
portal vein -Absorption of
vitamins and mineral salts
·
Dehydration (loss of mineral
salts and loss of fluids) and
inflammation of the
alimentary canal
·
Metabolic functions of the
liver:Deamination,
detoxification, production of
bile, regulation of blood
sugar, storage of glycogen,
vitamins and iron
·
Effects of common ailments
of the liver: Poor bile
formation, high blood sugar,
low blood sugar and high
toxin levels in the blood
·
Communicating main
processes of holozoic
nutrition
·
Investigating the main
regions of the
alimentary and the
functions
·
Comparing the
processes of digestion,
absorption and
assimilation
·
Investigating the
common ailments of the
alimentary canal
·
Communicating the
metabolic functions of
the liver
·
Investigating the
common ailments of the
liver
·
Being aware of
the main
processes of
holozoic
nutrition
·
Participating in
class activity
·
Developing
curiosity
·
Actively
participating in
group discussions
CONTENT

CONTENT
10.8 RESPIRATORY
SYSTEM
10.8.1 Gaseous
Exchange
respiratory organs of
animals
mechanism of
gaseous exchange in
animals
composition of
inspired and expired
air
10.8.1.5 Describe the adverse
effects of air
pollutants on health
of human beings
10.8.1.6 Explain gaseous
exchange in green
plants
·
Respiratory organs of
various animals: Insects
(spiracles, trachea and
tracheoles), Fish (operculum,
mouth, gills), Humans
(nostrils, trachea, bronchi,
bronchioles, alveoli)
·
Mechanism of inspiration and
expiration in an insect, fish
and human being: Refer to
diffusion of gases in
respiratory organs of humans,
fish and insect
·
Composition of inspired and
expired air: Refer to
composition of oxygen,
carbon dioxide, nitrogen,
moisture, dust
·
Effects of pollutants: Refer to
Cigarette smoke (nicotine and
tar), sulphur dioxide and
carbon monoxide
·
Gaseous exchange in green
plants:During day time all the
carbon dioxide produced from
respiration is used up by
photosynthesis. Oxygen from
photosynthesis is used up
during respiration
·
Observing
respiratory organs
of different animals
using models
·
Comparing the
different types of
respiratory organs
·
Analysing the
mechanism of
gaseous exchange
in animals
·
Comparing the
composition of
inspired and
expired air
·
Communicating
the
effects of air
pollutants
·
Communicating
gaseous exchange
in green plants
·
Cooperating in
group activity
·
Giving
presentation
·
Listening to
others with
respect
·
Developing
curiosity
·
Appreciating the
release of oxygen
during respiration
by green plants

14
CONTENT
10.8.2 Types of
Respiration
10.8.2.1 Describe types of
tissue respiration
production of
adenosine triphosphat
production of carbon
dioxide during
respiration
10.8.2.4 State ways in which
respiration is
important
10.8.2.5 Explain the industrial
applications of
respiration
·
Types of respiration: Aerobic
and anaerobic respiration
·
Production of adenosine
triphosphate Equations (word
and chemical)
·
Production of carbon dioxide
during respiration Formation
of ATP from ADP and
P(Experiment to show
production of CO2 during
aerobic and anaerobic
respiration)
·
Importance of ATP in cells :
Production of biological
energy, Maintenance of
levels of CO2 and O2 in
atmosphere
·
Industrial applications of
respiration: Baking, brewing,
diary, sewage treatment
·
Comparing aerobic
and anaerobic
respiration
·
Communicating
formation and
importance of ATP
·
Investigating
production of
Carbon dioxide
during respiration
·
Communicating
ways in which
respiration is
important
·
Investigating the
process of
respiration in
industry
·
Being aware of
types of tissue
respiration
·
Appreciating the
formation of
ATP from ADP
and P, and its
importance
·
Asking questions
for more
understanding
·
Valuing the
importance of
respiration
·
Appreciating the
industrial
application of
respiration

CONTENT
10.9 HEALTH 10.9.1 Diseases 10.9.1.1 Describe what good
health is
·
Good health: Refers to
physical, mental and social
well being, dependent on
receiving a balanced diet and
an appropriate physical and
mental activity
·
Communicating
information on good
health
·
Interpreting the
meaning of the term
disease
·
Classifying diseases
into different groups
·
Communicating
causative agents,
signs and symptoms
of pathogenic
diseases
·
Appreciating
good health
·
Asking questions
for a better
understanding of
the meaning of the
term disease
·
Appreciating
various types of
diseases
·
Applying the
knowledge on
preventing disease
in daily life
10.9.1.2 Define disease ·
Definition of disease: Refers to
loss of health resulting from
disturbances of the normal
processes of the body
10.9.1.3 Describe various types
of diseases
·
Types of diseases: Deficiency
diseases, Genetic diseases,
Pathogenic diseases, Social
diseases, Mental illness, and
Ageing and degenerative
diseases
10.9.1.4 Describe causative
agents, signs and
symptoms, methods of
transmission and
control
·
Agents, symptoms, methods
of transmission and control of
disease: Refer to the
following diseases: Cholera,
Malaria and Bilharzia
(Schistosomiasis)

CONTENT
10.9.2 HIV and
AIDS
10.9.2.1 Describe ways of HIV
transmission
·
Ways of HIV transmission:
Sexual intercourse with an
infected person, sharing
contaminated body fluids,
sharing unsterilised
instruments
·
Communicating
ways of transmission
of HIV
·
Communicating
dangers of having
multiple sexual
partners
·
Communicating
ways of safe sexual
practices
·
Investigating
causes of stigma to
people living with
HIV and AIDS
·
Communicating
ways of reducing
discrimination to
people living with
HIV and AIDS
·
Being aware of
HIV
transmission
·
Being aware of
dangers of having
multiple sexual
partners
·
Being aware of
safe sexual
practices
·
Being assertive to
sexual advances
·
Showing empathy
to people living
with HIV/AIDS
·
Sympathising with
people living
HIV/AIDS
10.9.2.2 Explain the dangers of
having multiple sexual
partners
10.9.2.3 Describe ways of safe
sexual practices
·
Dangers of multiple sexual
partners: Risk of contracting
STIs’ including HIV,
unintended pregnancy,
disintegration of families
·
Safe sexual practices:
Abstinence, Consistence and
correct use of condoms, VCT
Services
10.9.2.4 Identify the causes of
stigma to people living
with HIV and AIDS
·
Causes of stigma: Fear, myth,
lack of support groups, lack
of information on the
available services
10.9.2.5 Describe ways of
reducing
discrimination to
people living with HIV
and AIDS
·
Ways of reducing stigma:
Support, care, treatment
(ART) and advocacy

17
10.9.3 Immunity 10.9.3.1 Explain the term of
immunity to disease
·
Define immunity to disease:
Refers to active, passive
artificial and natural
immunity
·
Communicating
information on
immunity to disease
·
Investigating the
importance of
immune system
·
Identifying factors
that reduce
immunity to
pathogenic diseases
·
Communicating the
importance of
immunisation
·
Asking questions
for better
understanding of
immunity
·
Relating the
importance of
immunity
·
Being aware of
factors that
reduce immunity
to pathogenic
diseases
·
Appreciating the
importance of
immunisation
importance of the
immune system
·
Importance of the immune
system (Refer to control of
diseases)
10.9.3.3 Describe the factors
that reduce immunity
to pathogenic diseases
·
Factors reducing immunity:
Diet, repeated invasions by
pathogens and development
of resistant strains of the
pathogens
10.9.3.4 Explain the importance
of immunisation
·
Importance of immunisation:
Refer to induced active
immunity
10.9.4 The Life
Cycle of
the
Housefly
and the
Mosquito
10.9.4.1 Describe the life cycle
of a housefly
·
Life cycle of housefly: Egg,
larva, pupa and adult
·
Investigating life
cycles of a housefly
and mosquito
·
Identifying the
relationship between
causes of diseases and
effects of houseflies
and mosquitoes
·
Inferring the control
of malaria to the life
cycle of the mosquito
·
Investigating the
control of water borne
diseases to the life
cycle of the housefly
·
Appreciating
the life cycle of
housefly and
mosquito
·
Being aware of
the role of
houseflies and
mosquitoes in
spreading
diseases
10.9.4.2 Describe the life cycle
of a mosquito
·
Life cycle of a mosquito: Egg,
larva, pupa and adult
10.9.4.3 Explain the role of
houseflies and
mosquitoes in the
spreading of diseases
·
Role of Houseflies: Vectors in
the spread of dysentery,
cholera, typhoid
·
Role of Mosquito: Vector for
malaria
10.9.4.4 Relate the control of
malaria to the life cycle
of the mosquito
·
Control of malaria: (Refer to
use of biological and
chemical control)
10.9.4.5 Relate the control of
water borne diseases to
the life cycle of the
housefly
·
Control of water borne
disease: such as dysentery,
cholera, typhoid and the life
cycle of the housefly
CONTENT

General Outcomes: Key Competences:
• Demonstrate understanding of transport and storage in plant.
• Develop investigative skills.
• Demonstrate understandi
ng of the circulatory system in humans.
• Acquire knowledge and values about homeostasis.
• Recognise the importance of excretion and the endocrine
system.
• Demonstrate an understanding of the nervous system and sense
organs.
• Demonstrate understanding of the Skeleton and locomotion.
• Demonstrate understanding of tropic and taxic responses.
• Demonstrate an understanding of plant growth and
development.
• Show the ability to investigate the conditions necessary for
transpiration.
• Show ability to demonstrate the conditions necessary for
germination of seeds.
• Show ability to identify different joi nts in mammals and
insects.
GRADE 11

19
11.1TRANSPORT
AND STORAGE
IN PLANTS
11.1.1 Transport
in Plants
11.1.1.1 Describe the external and
internal structure of
roots and stems
·
External and internal
structure of roots and
stems: Refer to Cross
section and longitudinal
section of roots and stems
(xylem and phloem of
herbaceous dicot and
monocot anatomy)
·
Investigating the
external and internal
structure of a dicot
and monocot root
and stem
·
Predicting the
movement of water
and mineral salts in
roots
·
Analysing the
movement of water
and transport of
mineral salts up the
plant
·
Analysing the
movement of
organic solutes in
phloem
·
Communicating the
process of
transpiration
·
Investigating factors
that affect the rate of
transpiration
·
Observing adaptive
features in plants
that reduce excess
loss of water
·
Analysing the
significance of
transpiration
·
Asking
questions for
better
understanding
of the structures
of roots and
stems
·
Developing
curiosity
·
Cooperating in
group
discussions
·
Giving
presentation
·
Sharing ideas
with others
·
Listening to
others with
respect
CONTENT
11.1.1.2 Describe absorption of
water and uptake of
mineral salts by roots
·
The role of roots:
absorption of water
(osmosis), uptake of
mineral salts (Active
transport)
11.1.1.3 Describe the movement
of water and transport of
mineral salts from the
roots to the leaves
·
Movement of water and
transport of mineral salts:
Root pressure,
capillarity(refer to
adhesion and cohesion
forces), transpiration
stream
11.1.1.4 Describe the movement
of organic solutes in
phloem
·
Movement of organic
solutes: Refer to
translocation of
carbohydrates and amino
acids in phloem
11.1.1.5 Demonstrate the process
of transpiration
·
Process of transpiration:
Refer to loss of water
vapour through the
stomata, opening and
closing of stomata. Use a
simple photometer

11.1.1.6 Investigate factors that
affect the rate of
Transpiration
·
Factors affecting
transpiration: Humidity;
temperature;
deforestation; light
intensity; and speed of
wind
11.1.1.7 Describe adaptive
features of a leaf to
reduce excess loss of
water
·
Adaptive features of a
leaf: Reduction of leaf
surface, shading of leaves,
reducing the number of
stomata
11.1.1.8 Explain the significance
of transpiration in plants
·
Significance of
transpiration: Refer to
water cycle, cooling effect
in plants, absorption of
mineral ions, provides
water for photosynthesis
CONTENT

21
11.2 TRANSPORT
IN MAN
11.2.1 Blood 11.2.1.1 Identify the composition
of blood
11.2.1.2 Explain the functions of
blood
11.2.1.3 Distinguish between the
red and the white blood
cells
11.2.1.4 Identify the sites where
the blood cells are
produced
11.2.1.5 Explain the process of
blood clotting
·
Composition of blood:
Solid (leucocytes,
erythrocytes,
thrombocytes), Liquid
(plasma)
·
Functions of blood:
Transporting oxygen and
carbon dioxide, nutrients,
mineral salts, vitamins,
water, hormones, heat,
metabolic wastes, fighting
disease, and blood clotting
·
Structural and functional
differences of red blood
cells(erythrocytes) and
white blood cells
(leucocytes)
·
Sites of production of
blood: RBCs-Bone
marrow. WBCs-Bone
marrow, lymph nodes,
thymus and spleen
Platelets- Bone marrow
·
Process of blood clotting:
Change of enzyme
prothrombin to thrombin,
fibrinogen to fibrin and
role of calcium ions and
thromboplastin
·
Classifying the
components of
blood
·
Comparing the
functions of blood
·
Comparing
structural and
functional
differences
between RBC and
WBC
·
Investigating the
sites where the
blood cells are
produced
·
Communicating
the process of
blood clotting
·
Being aware of
the composition
of blood
·
Appreciating the
functions of
blood
·
Developing
curiosity
·
Asking questions
for better
understanding
CONTENT

11.2.2 Blood
Groups
11.2.2.1 Describe the ABO blood
groups
of determining the blood
groups and Rhesus
factors
11.2.2.3 Explain the donor-
recipient compatibility
of blood groups
of screening the blood for
purpose of transfusion
·
Blood groups: Refer to
blood types A,B,AB and
O, antigens and antibodies
·
Importance of blood
groups: Refer to blood
transfusions and
transplants; the danger of
Rhesus positive blood to
the foetus (haemolytic
disease)
·
Donor-Recipient
compatibility of Blood:
Refer to antibody and
Antigen reaction when
bloods of different groups
are mixed
·
Importance of screening
blood: Refer to risk of
transmission of HIV and
Hepatitis B by blood
donors
·
Classifying blood
into groups
according to the
antigens they
carry
·
Analysing the
importance of
determining of
blood groups and
rhesus factors
·
Communicating
the donor -
recipient
compatibility of
blood groups
·
Communicating
importance of
screening the
blood for purpose
of transfusion
·
Appreciating
different blood
types
·
Being aware of
the donor–recipient
compatibility of
blood groups
11.2.3 Blood
Disorders
11.2.3.1 Investigate common
blood disorders
·
Blood disorders:
Leukaemia, sickle cell,
anaemia and haemophilia
·
Communicating
information on
common blood
disorders
·
Showing
empathy to
people with blood
disorders
CONTENT

23
11.2.4 The Heart 11.2.4.1 Describe the structure of
the human heart
11.2.4.2 Describe how the heart
functions
11.2.4.3 Explain the causes of
coronary heart disease
11.2.4.4 Describe ways of
preventing coronary
heart diseases
·
Structure of the heart: Refer
to chambers, valves, vessels,
including coronary arteries
·
Functioning of the heart:
diastole and systole (Include
pulse rate and heart beat)
·
Causes of coronary diseases:
Include diet, stress, smoking
and pollution
·
Ways of preventing coronary
diseases: Good diet and
importance of exercises
·
Observing the
structure of the
human heart with
a model
·
Communicating
information on
how the heart
functions
·
Communicating
the causes of
coronary heart
diseases
·
Communicating
ways of preventing
coronary heart
diseases
·
Asking questions
for more
understanding
·
Developing
curiosity
·
Applying ways of
preventing
coronary heart
diseases
11.2.5 Lymphatic
System
11.2.5.1 Describe the structure of
the lymphatic system in
relation to blood
circulatory system
11.2.5.2 Compare tissue fluid and
lymph to blood.
11.2.5.3 Describe the flow of
lymph
11.2.5.4 Describe the function of
lymph nodes in disease
prevention
·
Structure of the lymphatic
system and relationship with
blood circulatory system
·
Tissue fluid, lymph and
blood(include composition
and functions of tissue fluid
and lymph)
·
Flow of lymph: Refer to the
lymphatic system
·
The function of lymph
nodes: Disease prevention,
(STIs, TB, injury).
·
Relating the
structure of
lymphatic system
to blood
circulatory system
·
Comparing the
relationship of
tissue fluid and
lymph to blood
·
Communicating
information on the
flow of lymph in
the lymphatic
system
·
Investigating the
function of lymph
nodes in disease
prevention
·
Actively
participating in
group discussion
·
Cooperating in
group activity
·
Giving
presentation
·
Listening to
others with
respect
CONTENT

11.2.6 Circulatory
Systems
11.2.6.1 Describe types of blood
circulatory systems
11.2.6.2 Describe double
circulation
11.2.6.3 Distinguish between the
single and double
circulation
11.2.6.4 Identify the main blood
vessels in the double
circulatory system
11.2.6.5 Compare the structure
and functions of arteries,
veins and capillaries
11.2.6.6 Describe the structure of
lymph vessels.
·
Types of blood circulatory
systems: Closed and open
circulatory Systems
·
Double circulation:
Pulmonary and systemic
circulation
·
Single and double circulation
·
Blood vessels: Arteries and
Veins to and from the
heart, lungs, head, limbs,
intestines, liver and the
kidneys
·
Structure and functions of
Arteries, veins and
capillaries (transverse
sections)
·
Structure of lymph vessels:
Refer to transverse section
·
Communicating
circulatory
systems
·
Investigating
double circulation
·
Comparing single
and double blood
circulation
·
Identifying the
main blood vessels
in the double
circulatory system
·
Comparing the
structures and
functions of
arteries, veins and
capillaries
·
Observing the
structure of lymph
vessels using
models
·
Actively
participating in
class discussion
·
Cooperating in
group activity
·
Listening to
others with
respect
·
Accepting
responsibility for
one’s behaviour
11.3 EXCRETION 11.3.1 Excretion 11.3.1.1 Describe the process of
excretion
of excretion to animals
·
Process of excretion: Refer to
removal of toxic metabolic
waste: Animals ( Carbon -
dioxide, Nitrogenous wastes,)
Plants (latex)
·
Importance of excretion:
Refer to removal of
unwanted by-products and
toxic wastes; regulation of
water content of body fluids
and pH
·
Investigating the
process of
excretion
·
Communicating
the importance of
removing of
metabolic wastes
·
Appreciating the
process and
importance of
excretion
·
Participating in
group activity
CONTENT

25
TOPIC SUB-TOPIC
SPECIFIC
OUTCOMES
CONTENT
11.3.2 The Kidney 11.3.2.1 Identify the internal
structure of the
kidneys
mechanism of
excretion in the
kidneys
11.3.2.3 Identify common
disorders and
diseases associated
with the kidneys
·
Internal structure of the kidneys:
Cortex, medulla, pelvis,
structure of nephron, inlet and
outlet of blood vessels.
·
Mechanism of excretion in the
kidney Refer to ultra -filtration
and selective re-absorption,
osmoregulation
·
Kidney failure (refer to
infections, high blood pressure
and low blood pressure) and
remedies (dialysis machine and
kidney transplant)
·
Observing the
internal structure
of kidneys using
models and
specimen
·
Communicating
the mechanism of
ultra-filtration
and re-absorption
of substances in
the kidneys
·
Identifying
common
disorders and
diseases associated
with the kidney
·
Being aware of the
structure of the
kidneys
·
Appreciating the
mechanism of
excretion by the
kidneys
·
Being aware of
common disease
and disorders
11.3.3 The Lungs 11.3.3.1 Investigate the role
of lungs in
excretion
·
Roles of lungs: Refer to
elimination of carbon dioxide
·
Investigating the
role of the lungs
in eliminating
carbon dioxide
·
Appreciating the
role of lungs in
excretion
11.3.4 The Human
Skin
structure of the
human skin
11.3.4.2 Describe the role of
the human skin in
excretion
·
Structure of the human skin:
Refer to the Epidermis, dermis
and adipose tissue and
associated structures
·
Role of the human skin
Removal of salts, urea and
excess water as waste products
·
Identifying the
structures of the
human skin
·
Analysing the
roles of the
human skin
·
Asking questions
for more
understanding
·
Cooperating in
group activity

TOPIC SUB-TOPIC
SPECIFIC
OUTCOMES
CONTENT
11.4 HOMEOSTASIS
AND
OSMOREGULATION
11.4.1 Homeostasis 11.4.1.1 Describe
homeostasis
11.4.1.2 Identify important
organs in
homeostasis
the kidney in
maintaining the
balance of water
and salt ions
mechanism of
thermoregulation
by the skin
the liver in the
regulation of blood
sugar and body
temperature
·
Homeostasis: Refers to
maintaining of constant internal
environment (blood temperature,
contents of tissue fluid, salts,
water concentration)
·
Organs of homeostasis: Kidney,
skin and the liver
·
Role of the kidney: water/salt ion
balance (Refer to the role of Anti
Diuretic Hormone (ADH)
·
Mechanism of
Thermoregulation:
Overheating(Vasodilation and
sweating), Overcooling
(vasoconstriction and shivering)
·
Role of the liver in the regulation
of the blood sugar (conversion of
glucose to glycogen and vice -
versa. Amino acids and glycerol
to glucose) and body
temperature
·
Analysing
maintenance of
constant internal
environment
·
Investigating
important organs
in homeostasis
·
Communicating
the role of the
kidney in
osmoregulation
·
Analysing the
mechanism of
thermoregulation
by the skin
·
Communicating
the role of the
liver in regulating
blood sugar and
body temperature
·
Participating in
group discussion
·
Cooperating in
class activity
·
Listening to
others with
respect
·
Giving
presentation
·
Accepting
responsibility for
one’s behavior

27
11.5 THE
ENDOCRINE
SYSTEM
11.5.1 Hormones 11.5.1.1 Describe what
hormones are
endocrine glands in
a human being
hormones produced
by the pancreas,
adrenal, thyroid and
pituitary glands
functions of
thyroxine, insulin,
glucagon and
adrenaline
·
Hormones: Refer to regulatory
chemicals transported by blood
to target organs
·
Endocrine glands: Pituitary,
pancreas, adrenal and thyroid,
testes and ovaries
·
Hormones produced by the
pancreas: Insulin and glucagon:
Adrenal: Adrenaline,
Thyroid: Thyroxine
Pituitary: ADH,TSH,FSH,GH
·
Functions of Hormones:
Thyroxine, insulin and
adrenaline (Refer to the effects
of over and under secretion of
hormones)
·
Communicating
information on
hormones as
regulatory
chemicals
transported by
blood to target
organs
·
Identifying
endocrine glands
on the charts
·
Investigating
hormones
produced by
some endocrine
glands
·
Communicating
functions of
thyroxine,
insulin, glucagon
and adrenaline
·
Cooperating in
class activity
·
Being aware of
the endocrine
glands
·
Developing
curiosity in the
role hormones
play in the human
body
CONTENT

11.6 THE
NERVOUS
SYSTEM AND
SENSE ORGANS
11.6.1 The Nervous
System
11.6.1.1 Identify main parts
of the nervous
system in a human
being
neurones are
11.6.1.3 Explain the path
taken by an impulse
through a spinal
reflex arc
11.6.1.4 Describe what the
spinal, cranial and
the conditioned
reflex actions are
11.6.1.5 Identify the main
parts of the brain of
a human being
functions of the
forebrain and the
hindbrain
11.6.1.7 Describe the effects
of abuse of drugs
on the nervous
system
11.6.1.8 Explain the effects
of tetanus infection
·
Main parts of nervous system:
Brain, spinal cord and nerves
·
Functions of Neurones: Refer
to functions of sensory, motor
and relaying neurones
·
Spinal reflex arc: Movement of
an impulse through sensory
neurones to the CNS and to
effectors
·
Spinal reflex (knee jerk);
Cranial reflex (blinking,
coughing, response to light
intensity) Conditioned reflex
(Pavlov’s experiment)
·
Main parts of the brain:
Cerebral hemispheres,
cerebellum, Hypothalamus and
medulla oblongata
·
Functions of fore brain
(cerebrum and hypothalamus)
and hind brain(cerebellum and
medulla oblongata)
·
Effects of drug abuse: Affect
the breathing centre of the
brain(depressants), destroy the
neurones, Increase reaction
time
·
Effects of tetanus infections:
Refer to damage to brain cells
and impairment of nerve tissue
·
Communicating
the main parts of
the nervous
system
·
Investigating
functions of
neurones
·
Investigating a
spinal reflex arc
·
Comparing
different reflex
actions
·
Communicating
the main parts of
the brain
·
Communicating
functions of the
forebrain and
hindbrain
·
Inferring effects
of abuse of drugs
·
Communicating
effects of tetanus
the brain and
nerve tissues
·
Appreciating the
functions of
neurones
·
Actively
participating in
group activities
·
Appreciating the
main parts of the
human brain
·
Developing
curiosity on the
functions of the
fore and hind
brain
system
·
Being aware of
the effects of
abuse of drugs on
the nervous
·
Listening to
others with
respect
·
Giving
presentation
·
Asking questions
for more
understanding
CONTENT

29
11.6.2 Sense Organs 11.6.2.1 Identify the external
and internal
structures of the
human eye
functions of the
parts of eye
accommodation of
the eye
11.6.2.4 Describe the causes
of short and long
sightedness
correction of short
and long sight
common causes and
methods of
preventing
blindness
structure of the
human ears
·
External and internal structures
of the human eyes: External
structures(Sclera, cornea, iris,
pupil) include eyebrows and
eyelashes: Internal (include
lens, humours, layers and optic
nerve)
·
Functions of parts of the eye:
Pupil, Iris, Cornea, Tear gland,
Conjunctiva, Sclera, retina
·
Accommodation of the eye:
Refer to the process of
producing a focused image of
near and distant objects on the
retina
·
The causes of short and long
sightedness: Refer to loss of
elasticity of the lens and
abnormal eye ball and age
·
Correction of short (use
concave lens) and long sight
(use convex lens)
·
Causes and methods of
preventing blindness: (Vit A
deficiency, filarial worm,
physical injury and diabetes
mellitus) Prevention (foods
rich in Vitamin A, surgery and
other measures)
·
Major parts of the ear: outer,
middle and inner ears
·
Investigating
external and
internal structures
of the human eye
·
Communicating
functions of parts
of the eye
·
Analysing
focusing of an
image on the
retina
·
Communicating
causes of short
and long
sightedness
·
Analysing
correction of
short and long
sightedness
·
Investigating the
common causes
and methods of
preventing
blindness
·
Communicating
major parts of the
ear
·
Appreciating the
functions of the
eye
·
Developing
curiosity in
understanding
accommodation
of the eye
·
Being aware of
causes and
correction of
short and long
sightedness
·
Arousing
curiosity on
causes and
methods of
preventing
·
Participating in
class discussion
actively.
·
Giving
presentation
·
Listening to
others with
respect
·
Accepting
responsibility of
one’s behaivior
CONTENT

functions of the
parts of the ear
11.6.2.10 Describe causes
and methods of
preventing
deafness
11.6.2.11 Describe the role
of the skin as a
sense organ
·
Functions of each part of the
ear: include eardrum, ossicles,
Eustachian tube, cochlea and
semi circular canals
·
Causes and methods of
preventing deafness Causes:
Methods of cleaning the ears;
noise and disease
·
Role of skin: Refer to Sensory
receptors for heat, pain, touch
and pressure
·
Communicating
causes and
methods of
preventing
deafness
·
Communicating
role of the skin as
a sense organ
11.7 THE
SKELETON AND
LOCOMOTION
11.7.1 Skeleton 11.7.1.1 Identify various
types of skeleton
functions of the
skeleton
·
Types of skeleton: endoskeleton,
exoskeleton, hydrostatic
·
Functions of skeleton: Support,
protection, structure and
locomotion
·
Comparing
various types of
skeleton
·
Classifying
functions of the
skeleton
·
Developing
curiosity
·
Cooperating in
class activity
TOPIC SUB-TOPIC
SPECIFIC
OUTCOMES
CONTENT
11.7.2 The
Skeleton of
an insect
structure and
composition of an
exoskeleton
11.7.2.2 Identify joints and
muscles in the
limbs of a
grasshopper
·
Structure and composition of an
exoskeleton: Refer to the position
and composition of a skeleton of
an insect
·
Joints and attachment of
muscle(flexors and extensors) in
the limbs of a grasshopper
·
Investigating the
structure and
composition of
an exoskeleton
·
Observing joints
and muscles in
the limbs of a
grasshopper
·
Developing
curiosity
·
Cooperating in
group activity
·
Listening to
others with
respect
·
Analysing
functions of the
parts of the ear

31
11.7.3 The
Mammalian
Skeleton
11.7.3.1Identify the bones of
the axial and the
appendicular
skeletons
11.7.3.2 Explain a bone as a
living tissue
·
Types of Skeleton: Axial
skeleton (skull, vertebral
column), Appendicular skeleton
(girdles, limbs)
·
A tissue of bone: Refer to living
cells in bones, production of red
blood cells. (Include bone
marrow, cancer and TB)
·
Observing bones
of the axial and
appendicular
skeletons
·
Communicating
information on
the living cells in
bones
·
Actively
participating in
class activities
·
Giving
presentation
11.7.4 Muscles
and Joints
structure of a
skeletal muscle
11.7.4.2 Demonstrate the
action of
antagonistic
muscles
11.7.4.3 Compare the ball
and socket joint and
the hinge joint
11.7.4.4 Identify the parts
and functions of the
synovial joint
11.7.4.5 Compare the joints,
muscle attachment
and movement in
endoskeletons with
those of
exoskeletons
·
Structure of skeletal muscle:
Refer to shape and amount of
mitochondria
·
Action of antagonistic muscles:
Refer to contraction and
relaxation of biceps and triceps;
circular and longitudinal
muscles in iris
·
Joints: Refer to structure and
movement of Ball and socket,
and hinge joints. (Also refer to
joint disorders e.g. gout)
·
Parts and functions of the
synovial joint: Refer to
Functions of the cartilage,
ligament, capsule synovial fluid
and membrane
·
Muscle attachment and
movement in an endoskeleton
and exoskeleton
·
Observing the
structure of the
skeletal muscle
·
Demonstrating
the action of
antagonistic
muscles
·
Comparing the
Ball and socket
joint to the Hinge
joint
·
Classifying the
parts and
functions of the
synovial joint in a
chart
·
Comparing
similarities and
differences
between
exoskeleton and
endoskeleton
·
Actively
participating in
learning
activities
·
Asking
questions for
more
understanding
·
Giving
presentation
·
Accepting
responsibility
for one’s
bahavior
CONTENT

11.8 TROPIC
AND TAXIC
RESPONSES
11.8.1 Tropic
Responses
tropic response is
11.8.1.2 Demonstrate growth
responses exhibited
by plants
11.8.1.3 Explain the effects
of light energy and
gravity on the
growth of plants
·
Tropic response: Growth
responses in plants to water,
light, chemicals and gravity
·
Growth responses: Phototropism,
geotropism, hydrotropism and
chemotropism in plants
·
Effects of light energy and
gravity on growth of shoots and
roots (Refer to the Auxin
theory)
·
Communicating
growth responses
in plants
·
Observing
growth responses
exhibited by plant
·
Analysing effects
of light energy
and gravity on the
growth of roots
and shoots
·
Being aware of
tropic responses
in plants
·
Developing
curiosity in
growth response
exhibited by
plants
·
Listening to
others with
respect
11.8.2 Taxic
Responses
11.8.2.1 Describe what taxic
response is
11.8.2.2 Explain responses
exhibited by
invertebrates
·
Taxic response: Movement of
animals in response to stimulus
(refer to light)
·
Responses exhibited by
invertebrates: Refer to
movement of woodlice and
cockroaches to light
·
Communicating
movement of
animals in
response to
stimulus
·
Observing
movement of
invertebrates in
response to light
·
Participating in
class discussion
·
Cooperating in
group activity
CONTENT

33
11.9 GROWTH
AND
DEVELOPMENT
11.9.1 Growth in
Plants
meaning of growth
11.9.1.2 Identify the regions
of growth in stems
and roots
11.9.1.3 Identify
differentiated cells
in plants
differentiation of
primary and
secondary tissues in
plants
·
Growth: Increase in number of
cells, dry mass, complexity and
size
·
Regions of growth in stems and
roots: cell division, elongation
and differentiation
·
Differentiated cells: Refer to
meristematic region
differentiating into
collenchymas, parenchyma,
cambium, sclerenchyma,
phloem, and xylem
·
Differentiation of primary and
secondary tissues in plants
·
Communicating
meaning of
growth in
organisms
·
Observing growth
regions in stem
and roots
·
Observing
differentiated
cells in plants
·
Communicating
differentiation of
primary and
secondary tissues
in plants
·
Appreciating
meaning of
growth
·
Being aware of
the regions of
growth in stem
and roots
·
Asking questions
to learn more
about
differentiated
cells in plants
11.9.2 Germination
and
Development
11.9.2.1Distinguish the
structure of a
dicotyledonous and a
monocotyledonous
seed
11.9.2.2 Investigate
conditions
necessary for
germination
11.9.2.3 Demonstrate
hypogeal and
epigeal
germination
·
Structure of a dicot and a
monocot seed
·
Conditions for germination:
Suitable temperature, water and
oxygen
·
Hypogeal and Epigeal
germination: Epigeal (refer to the
elongation of epicotyls in
dicots) and hypogeal(refer to
elongation of hypocotyls in
monocots) germination
·
Comparing
structure of a
dicot and
monocot seed
·
Investigating
conditions
necessary for
germination
·
Recording the
data of
observation
·
Observing
hypogeal and
epigeal
germination
·
Appreciating the
structure of a
dicot and
monocot seed
·
Appreciating the
conditions
necessary for
germination
·
Cooperating in
class activities
·
Knowing the
safety rule of
observation
CONTENT

General Outcomes
: Key Competences
• Demonstrate understanding of asexual reproduction.
• Demonstrate understanding of vegetative reproduction.
• Develop investigative skills.
• Demonstrate understanding of sexual reproduction in
flowering plants.
• Demonstrate understanding of sexual reproduction in
animals.
• Demonstrate understanding of genetics.
• Demonstrate knowledge, attitudes and values about plants
and animals.
• Acquire knowledge and value of soil.
• Develop knowledge, positive attitudes and values about
ecology.
• Demonstrate knowledge, attitudes and values about
population.
• Demonstrate the ability to identify the reproductive parts in
flowering plants.
• Show the ability to demonstrate variation of characteristics in
plants and animals.
• Demonstrate the ability to identify and classify different
species of animals and plants.
• Demonstrate the ability to investigate the composition of soil.
• Demonstrate the ability to design a food chain in a given
ecosystem.
GRADE 12

35
12.1. ASEXUAL
REPRODUCTION
12.1.1
Reproduction in
Fungi, Amoeba
and Bacteria
12.1.1.1 Describe the different
types of reproduction
12.1.1.2 Describe asexual
reproduction in
unicellular organisms
12.1.1.3 Describe the sexual
and asexual
reproduction in fungus
importance of fungi
and bacteria
·
Types of reproduction: Refer
to asexual and sexual
reproduction
·
Asexual reproduction in
unicellular organisms (Refer
to budding in yeast cells and
bacteria, binary fission in
amoeba)
·
Asexual and sexual
reproduction in fungus (Refer
to spores and zygospore)
·
Decomposition of organic
matter and nutrient recycling.
Disease causing effects e.g.
Ringworm and Bacillary
dysentery. Production of a
food and alcohol, source of
food (mushroom)
·
Comparing
different types of
reproduction
·
Communicating
information on
reproduction in
unicellular
organisms
·
Analysing the
two types of
reproduction in
fungus
·
Communicating
importance of
fungi and bacteria
·
Appreciating
asexual
reproduction in
unicellular
organisms
·
Actively
participating in
class activities
·
Appreciating
importance of
fungi and bacteria
·
Giving presentation
·
Listening to others
with respect
CONTENT

12.1.2 Vegetative
Reproduction
12.1.2.1 Describe different
methods of natural
propagation
12.1.2.2 Investigate the different
methods of artificial
propagation
advantages and
disadvantages of
vegetative
propagation
·
Different methods of natural
propagation: Runners,
rhizomes, corms, buds,
suckers, stem tubers, root
tubers, bulbs
·
Methods of artificial
propagation: Refer budding,
cuttings, grafting, layering
·
Advantages and
disadvantages of vegetative
propagation Advantages:
cheap, genetic stability
Disadvantages:
overcrowding, no genetic
variation
·
Comparing
different methods
of natural
propagation
·
Investigating
different methods
of artificial
propagation
·
Communicating
advantages and
disadvantages of
vegetative
propagation
·
Being aware of
different methods
of natural
propagation
·
Questioning new
ideas in order to
fully understand
them
·
Being aware of
advantages and
disadvantages of
vegetative
propagation
CONTENT

37
CONTENT
12.2 SEXUAL
REPRODUCTION
IN FLOWERING
PLANTS
12.2.1
Reproduction
in Plants
12.2.1.1 Identify the parts of a
typical flower
12.2.1.2 Describe the functions of
various parts of a flower
·
Parts of a Flower: Calyx,
corolla, pistil, stamens,
receptacle
·
Functions of parts of a
flower: Refer to Calyx,
corolla, pistil, stamens,
receptacle
·
Observing parts of a
typical flower
·
Comparing various
functions of parts a
flower
·
Developing curiosity
to learn more about
reproduction in
plants
·
Being aware of
functions of parts of a
flower
12.2.2
Pollination
12.2.2.1 Distinguish between two
different types of
pollination
wind and insect
pollination
12.2.2.3 Describe the process of
fertilization in flowers
12.2.2.4 Investigate ways in
which seeds and
dispersed
12.2.2.5 Explain the adaptation of
fruits and seeds to mode
of dispersal
of fruit and seed
dispersal
·
Types of pollination:
self pollination and
cross pollination
·
Wind and insect
pollination (Include
adaptive structures of
wind and insect
pollinated flowers)
·
Process of fertilization
in flowers: leading to
fusion of male and
female gametes include
seed and fruit formation
·
Seed dispersal: Refer to
water, wind, animals
and self mechanism
·
Adaptation of fruits and
seeds: Scent, shape,
colour of various parts
·
Importance of dispersal:
For plant propagation,
plant preservation and
survival
·
Comparing self and
cross pollination
·
Comparing wind and
insect pollination
·
Communicating
information on the
process of
fertilization in plants
·
Investigating seed
and fruit dispersal
·
Observing adaptive
features for dispersal
·
Communicating the
importance of seed
dispersal
·
Appreciating the two
different types of
pollination
·
Participating in class
discussions in order
to understand wind
and insect pollination
·
Appreciating the
process of
fertilization in
flowering plants
·

CONTENT
12.3
REPRODUCTION
IN ANIMALS
12.3.1 Sexual
Reproduction in
Animals
12.3.1.1 Describe the process of
reproduction in a frog
12.3.1.2 Identify male and
female reproductive
organs in human beings
12.3.1.3 Explain the functions of
the different organs of
the human reproductive
system
12.3.1.4 Describe the biological
changes associated with
sexual development in
human beings
·
Process of reproduction
in frogs: Refer to number
of eggs laid, nature of
fertilisation, care of the
young (metamorphosis is
not needed)
·
Reproductive organs:
Male(Testes, Epididymis,
sperm duct, urethra,
penis, prostate gland,
seminal vesicle) and
female(ovaries, oviduct,
uterus, cervix, vagina)
·
Functions of different
organs: Testes,
Epididymis, sperm duct,
urethra, penis, prostate
gland, seminal vesicle)
and female(ovaries,
oviduct, uterus, cervix,
vagina)
·
Biological changes:
Primary and secondary
characteristics. (Include
formation of gametes and
onset of menstruation,
role of hormones),
Stimulating the
production of sperms and
ova
·
Communicating the
process of
reproduction in a
frog
·
Identifying the
differences between
male and female
reproductive organs
·
Communicating
functions of different
reproductive organs
·
Investigating
biological changes
associated with
sexual development
·
Communicating
menstrual cycle in
humans
·
Investigating
processes of
fertilization and
implantation
·
Investigating causes
of infertility in
humans
·
Asking questions in
order to learn more
about the
reproduction in
frogs
·
Appreciating
animal life
·
Cooperating in
class activity
·
Listening to others
with respect

39
12.3.1.5 Describe the menstrual
cycle in human beings
12.3.1.6 Explain the processes of
fertilisation and
implantation in human
beings
12.3.1.7 Identify causes of
infertility in human
beings
12.3.1.8 Describe development of
the embryo in the uterus
12.3.1.9 Describe health risks
associated with foetal
development in human
beings
12.3.1.10 Describe healthy
pregnancy and safe child
birth
·
Menstrual cycle: Stages,
follicular growth and
ovulation; roles of
hormones (FSH, LH,
Oestrogen, progesterone)
·
Processes of fertilisation
and implantation: Fusing
of sperm and ovum in
oviducts; Implantation of
embryo to the uterus wall
·
Causes of infertility:
Alcoholism, weak
sperms, fibroids, blocked
oviducts, ovulation
disorders, STIs
·
Development of embryo:
Refer to the functions of
amnion, amniotic fluid,
umbilical cord and
placenta
·
Health Risks: Poor
nutrition, smoking,
alcohol and drugs/ herbal
medicines during
pregnancy
·
Healthy pregnancy:
Antenatal services, good
nutrition, exercise, giving
birth at a health facility,
avoiding taking harmful
substances to the body.
·
Communicating the
development of the
embryo in the uterus
·
Communicating
health risks
associated with
foetal development
·
Communicating
knowledge on
healthy pregnancy
and safe childbirth
CONTENT

12.3.2 Birth
Control
12.3.2.1 Explain some methods
of birth control
12.3.2.2 Describe the benefits
and possible risks of
using contraceptives
·
Method of birth control:
Refer to mechanical
(Condoms, IUDs)
surgical, hormonal and
natural methods
·
Benefits and Risks of
Contraceptives: Benefits:
Planned families, Risks:
side effects (Disturbed
menstrual cycle, weight
gain, and hormonal
imbalance)
·
Comparing different
methods of birth
control
·
Communicating
benefits of using
contraceptives
·
Appreciating
different methods
of birth control
·
Asking
questions
in order to
understand new
ideas about
contraceptives
CONTENT

41
12.4 GENETICS 12.4.1 Variation in
Plant andAnimal
Species
12.4.1.1 Describe terms used
in the study of
genetics
variations in human
beings
12.4.1.3 Observe variations in
flowering plants
continuous and
discontinuous
variations
12.4.1.5 Describe the factors
that cause variations
among plants and
animals of the same
species
·
Terms used in the study of
genetics: Gene, allele,
chromosome, genotype,
phenotype, dominant
gene, recessive gene
·
Variation in human being:
Eye colour, skin colour,
finger print, tongue
rolling, height, ear lobes)
·
Variations in flowering
plant: Fruit structure and
scent, height (tall, dwarf.
Include leaf size, shape,
and weight)
·
Continuous and
discontinuous variations
in human being:
Continuous( refer to
height ,skin colour, body
mass) and discontinuous
variations ( eye colour,
blood group, sex and
tongue rolling)
·
Factors that cause
variations: Refer to
climatic factors, nutrition,
soils
·
Communicating
terms in genetics.
·
Classifying
variations in human
beings
·
Observing
variations of
flowers in the
locality
·
Comparing
continuous and
discontinuous
variation in species
·
Communicating
factors that cause
variations among
plant and animals
of the same species
·
in understanding
variations in human
beings
·
Asking questions to
learn more about
continuous and
discontinuous
variation
·
Participating in
group discussion
·
activity
·
Listening to others
with respect
CONTENT

12.4.2 Cell
Division and
Chromosomes
12.4.2.1 Describe the stages
of cell division
importance of
mitosis and meiosis
·
Stages of cell division in
mitosis and meiosis:
(Refer to chromosome
and double strand of
DNA)
·
Importance of mitosis and
meiosis: Refer to growth
and reproduction. Include
uncontrolled cell
division(cancer)
·
Comparing stages
of cell division
·
Communicating
importance of
mitosis and meiosis
·
Appreciating the
stages of cell
division
·
Appreciating the
importance of
mitosis and meiosis
12.4.3 Inheritance 12.4.3.1 Explain what a
monohybrid
inheritance is
12.4.3.2 Demonstrate the
inheritance of human
characteristics using
the crossings
12.4.3.3 Explain the factors
that determine the
sex of a human
being
inheritance of sex
linked
characteristics
·
Monohybrid crosses:
Refer to homozygous,
heterozygous recessive,
dominant, F1, F2
generation, offspring,
ratio, gene, chromosomes,
alleles, phenotype and
genotype, gamete
·
Inheritance of human
characteristics: Refer to
height, eye colour,
albinism, sickle cell
·
Sex of a human being:
(Refer to X and Y
chromosomes)
·
Inheritance of sex linked
characteristics (Refer to
red, green colour
blindness and
haemophilia)
·
Interpreting
chromosomes and
the genes they
carry
·
Inferring the
genotype and
phenotype of the
offspring
·
Demonstrating the
inheritance of
characteristics
using the crosses
·
Communicating
information on the
X and Y
chromosomes
·
Asking questions in
order to understand
the outcomes of
monohybrid
crossings
·
to learn more about
inheritance of
human
characteristics
·
Appreciating sex
determination in
human being
·
Giving presentation
·
Appreciating the
mechanism of
inheritance blood
groups
·
Accepting
responsibility of
one’s behavior
CONTENT

43
mechanism of ABO
blood groups
inheritance
·
Mechanism of ABO blood
groups inheritance: Refer
to alleles IA
, IB
, IO
;
dominancy, co-dominancy
and recessive
·
Analysing the
mechanism of ABO
blood groups
inheritance
·
12.4.4 Mutation 12.4.4.1 Describe what
mutation is
12.4.4.2 Identify the causes of
mutation
12.4.4.4 Explain effects of
mutation
12.4.4.5 Describe the uses of
mutations
·
Mutation (refer to
permanent changes in
structure of chromosomes
and genes)
·
Causes of mutation:
Natural radiation (nuclear
emission, and x-rays,
ultra-violet light
·
Effects of mutation:
Down’s Syndrome,
haemophilia, sickle cell
anaemia
·
Uses of mutations:
Induced mutation in
Agriculture. (Polyploidy
plants)
·
Communicating
information on
mutation
·
Investigating
causes of mutations
·
Investigating
effects of mutations
·
Communicating
uses of mutations
·
Being aware of
permanent changes
in structure of
chromosomes and
genes
·
Asking questions in
order to understand
mutation
·
Awareness of effects
of mutation
·
Appreciating the
uses of mutations
CONTENT

CONTENT
12.5
CLASSIFICATION
OF PLANTSAND
ANIMALS
12.5.1
Classification
12.5.1.1 Identify various
types of plants
12.5.1.2 Identify various
types of animals
12.5.1.3 Formulate a simple
key for
classification of
plants and animals
12.5.1.4 Use a simple
classification key to
identify plants and
animals
·
Types of plants:
Chlorophytes (Algae),
Bryophytes (mosses,
ferns), coniferous plants
and flowering plants
·
Types of mammals:
reptiles, amphibians,
birds, arthropods and
protozoa
·
Simple keys for
classification: Refer to
Dichotomous keys
·
Identify classes of
vertebrates and common
invertebrates using simple
classification keys
·
Classifying plants
into different
phyla
·
Classifying animals
into their classes
·
Formulating
classification keys
·
Applying use of a
classification key
·
Appreciating
various
characteristic
features of
different types of
plants
·
Appreciating
characteristic
features of
different animals
·
Asking questions
in order to
formulate simple
dichotomous keys
for plants and
animals
·
Actively
participating in
class activities

45
CONTENT
12.6 THE SOIL 12.6.1 Soil
Composition and
Fertility
12.6.1.1 Demonstrate soil
composition
12.6.1.2 Describe the types of
soil and their
properties
12.6.1.3 Describe factors that
make soil fertile
12.6.1.4 Investigate causes of
loss of fertility in soil
12.6.1.5 Explain methods of
improving and
retaining soil fertility
12.6.1.6 Determine the
distribution of earth
worms in different
types of soils
·
Soil composition: Air,
micro-organism, soil
particles, humus
·
Types and Properties of
soil: types; Clay, Loam and
sand soils
·
Factors that make soil
fertile: Air, micro
organisms, moisture,
mineral elements, organic
matter, pH
·
Causes of loss of fertility in
soil: Deforestation, poor
farming methods, late
burning, overgrazing,
leaching, harvesting
·
Methods of improving and
retaining soil fertility:
Suitable pH, weeding,
application of fertiliser, crop
rotation, conservation
farming
·
Distribution of earth worms:
Refer to sand, loam, clay of
different acidity, alkalinity,
moisture or water and plant
population
·
Observing the
composition of soil
using a soil sample
·
Classifying the
types of soils and
their properties
·
Communicating
factors that make
soil fertile
·
Investigating causes
of loss of fertility in
soil
·
Communicating
methods of
improving and
retaining soil
fertility
·
Investigating the
worms in different
types of soils
·
Appreciating soil
composition
·
Appreciating
different types of
soil
·
Cooperating in
group activities
·
Being aware of
factors that make
soil fertile
·
Asking questions in
order to identify
causes of soil
fertility
·
Developing
curiosity in the
worms in different
types of soils

CONTENT
12.7 ECOLOGY 12.7.1
Biotic and Abiotic
Interactions
12.7.1.1 Explain the term
ecology
12.7.1.2 Explain the terms
used in ecology
·
Ecology: Interaction of
organisms with their
environment
·
Ecological terms: Habitat,
niche, population,
community (Refer to
specialisation and
adaptation to a specific
habitat)
·
Communicating the
term ecology
·
Communicating terms
used in ecology
·
Appreciating
interaction of
organisms with
their environment
·
Asking questions
in order to
understand terms
used in ecology
12.7.2 Feeding
Relationships and
Energy Flow
12.7.2.1 Design a food chain
12.7.2.2 Design a food web
12.7.2.3 Describe the way
energy flows along
food chains and food
webs
efficiency of energy
transfer between
trophic levels
12.7.2.5 Construct pyramids
of numbers, bio-mass
and energy
·
Food Chain: Producer,
Consumer and
Decomposer.
·
Food web (Relate the
food chain to
development of a food
web)
·
Energy flow: Refer to
ultimate source of energy
as being sunlight; non-
cyclical nature of energy
flow
·
Efficiency of energy
transfer between trophic
levels (Refer to 90% loss
of energy at each level).
·
Pyramids of numbers,
bio-mass and energy
(Refer to diagrammatic
representation)
·
Designing a food
chain
·
Formulating a
model
of food web
·
Designing the way
energy flows along
trophic levels
·
Analysing the
efficiency of energy
transfer between
trophic levels
·
Constructing
pyramids of numbers,
biomass and energy
·
Appreciating
linear and webbed
feeding
relationships
·
Appreciating flow
and efficiency of
energy
·
Developing
curiosity about
pyramids of
numbers, bio-mass
and energy
·
Participating in
group activity
·
Giving
presentation
·
Listening to others
with respect

47
12.7.3 Population 12.7.3.1 Explain the term
population
12.7.3.2 Investigate factors
that cause change in
population size
12.7.3.3 Interpret population
data
·
Population: Refer to
different species in a
community
·
Change in population
size: Refer to natural
disasters, disease,
immigration, emigration,
and wars
·
Refer to graphs,
histograms, tables and pie
charts
·
Communicating the
term population
·
Investigating factors
that cause change in
population size
·
Collecting population
data
·
Interpreting
population data
·
Being aware of
population, factors
that cause change
in population size
·
Appreciating
population data
12.7.4 Carbon and
Nitrogen, Water
Cycles
12.7.4.1 Describe how carbon
and nitrogen are
cycled within an
ecosystem
12.7.4.2 Describe what the
water cycle is.
·
Carbon and nitrogen
cycles: Include the roles
of micro-organisms
·
Water cycle (Relate to
human and environmental
factors)
·
Communicating how
carbon and nitrogen
are cycled
·
Collecting the data on
water cycle
·
Formulating the cycle
of water in
environment
·
Appreciating the
water cycle
·
Participating in
group discussion
·
Giving
presentation
·
Listening to others
with respect
12.7.5 Ecosystem 12.7.5.1 Investigate key
features of an
ecosystem
12.7.5.2 Explain the effects of
Agriculture on an
ecosystem
12.7.5.3 Describe the effects of
deforestation on soil
stability and climate
·
Features of an ecosystem:
Community and Non-
living part of environment
(Use a pond as an
example)
·
Effects of agriculture on
ecosystem: Refer to
water, soil and air
pollution
·
Effects of deforestation:
Soil erosion, global
warming
·
Investigating key
features of an
ecosystem
·
Communicating the
effects of Agriculture
on an ecosystem
·
Analysing effects of
deforestation on soil
stability and climate
·
Being aware of
effects of
agriculture on an
ecosystem
·
Being aware of
effects of
deforestation on
soil stability and
climate
·
Participating in
group discussion
·
Listening to others
with respect
CONTENT

12.7.6 Pollution 12.7.6.1 Describe the
undesirable effects of
pollution.
12.7.6.2 Determine measures
to prevent pollution
·
Undesirable effects of
pollution on water, air and
land
·
Measures to prevent
pollution: Refer to waste
management. Use of
filters in chimneys.
Include the conversion of
sulphur dioxide to
sulphuric acid by passing
it through a tank of water
·
Analysing undesirable
effects of pollution on
our life
·
Communicating
measures to prevent
pollution
·
Caring for the
environment by
understanding the
undesirable effects
of pollution
·
Applying
preventive
measures of
pollution to daily
life
12.7.7 Conservation 12.7.7.1Identify the
importance of
conserving plant and
animal species
12.7.7.2 Explain how to reuse,
reduce and recycle
materials
importance of
sustainable use of
resources
·
Importance of conserving
plant and animal species
(Refer to endangered
species)
·
3Rs: Reduce, Reuse,
Recycle
·
Sustainable use of
resources: Avoid
deforestation, over
fishing, over hunting;
encourage game keeping
·
Communicating the
importance of
conserving plant and
animal species
·
Investigating the ways
of 3Rs
·
Investigating the
importance of
sustainable use of
resources
·
Being aware of the
importance of
conserving plant
and animal species
·
Applying the idea
of 3Rs to daily life
·
Caring for the
sustainable use of
resources
CONTENT

49
12.7.8 Bio-diversity 12.7.8.1 Investigate diversity
of organisms in a
given locality
importance of
diversity of
organisms in given
locality
12.7.8.3 Explain how some
organisms are
adapted to the
environment
12.7.8.4 Investigate the impact
of human activity on
organisms
economic reasons for
maintaining bio-
diversity
·
Bio-diversity: Refer to
school grounds, a pond or
nearby wetland organic
reserves
·
Importance of biological
diversity: Refer to
equilibrium of organisms
in the ecosystem
·
Adaptations of organisms:
Refer to adaptive
characteristics of fish,
insects, mammals and
plants
·
Impact of human
activities on organisms:
Refer to hunting, fishing,
and charcoal production.
Also refer to the
threatened extinction of
the African elephant
·
Maintaining biodiversity:
Refer to tourism,
medicinal plants and
animal, source of food
·
Investigating diversity
of organisms in a
given locality
·
Communicating
importance of
organisms in a given
locality
·
Observing adaptive
characteristics of
organisms in an
environment
·
Investigating the
impact of human
activity on organisms
·
Communicating
economic reasons for
maintaining bio
diversity
·
Appreciating
different species of
organisms in a
given locality
·
Developing
curiosity in the
adaptation of
organisms in the
environment
·
Conserving
organisms for
future generations
·
Appreciating
economic
importance of
maintaining
biodiversity
·
Applying the idea
of bio-diversity to
daily life
CONTENT

toaz.info-biology-grade-10-12-pr_629eb495e9151e594310d29caf27143a.pdf

toaz.info-biology-grade-10-12-pr_629eb495e9151e594310d29caf27143a.pdf

Recommended

Recommended

More Related Content

Similar to toaz.info-biology-grade-10-12-pr_629eb495e9151e594310d29caf27143a.pdf

Similar to toaz.info-biology-grade-10-12-pr_629eb495e9151e594310d29caf27143a.pdf (20)

Recently uploaded

Recently uploaded (20)

toaz.info-biology-grade-10-12-pr_629eb495e9151e594310d29caf27143a.pdf